Research On The Influence Of Different Physical Group Activities On Children’s Emotion

Early childhood is a period of extremely rapid physical and functional development of children.It is also an important stage for forming a sense of security and optimism.Children’s physical health and mental health are equally important.Physical activities can promote the generation of positive emotions,which has basically reached a consensus.However,the research objects are mostly concentrated in adolescents and adults,and there are few studies on the influence of children’s emotions.By comparing the changes of children’s emotions before and after physical activities,this study explores the influence of different physical activities on children’s emotions,and analyzes the factors that affect children’s emotions in physical group activities.Besides,the study explores the impact of different physical group activities on children’s emotions.The experiment method of single-factor repeated measurement is used to record children’s emotions before and after physical group activities.The blob tree evaluation method is used as a tool to measure children’s emotions.Children between the ages of 4 and 6 are selected.A total of 103 children are taken as subjects.The study includes initial pre-experiment and formal experiment,and draws the following conclusions:1.In this study,children between the ages of 4 and 6 can accurately identify happy and angry emotions in blob tree emotional villains.Children mention the social emotion of fear,and children between the ages of 5 and 6 also mention the “surprise”.5-6-yearold children are more complete with the story situations created by blob tree emotional reasons,and there is no obvious difference between male and female children’s cognition of blob tree emotional villains.The blob tree evaluation method is interesting,which matches children’s experience in sports and can project the children’s real thoughts.However,there are requirements for the ages of the young children and the sense of security of the environment.2.Children’s mood changes are different before and after different physical group activities.Among them,there are significant differences in children’s mood changes before and after sports games and sports psychology activities.Children’s emotions are more positive after sports games and more negative after sports psychology.There is no significant difference in mood changes of children before and after basic gymnastics.In addition,there is no significant difference in the mood changes of children of different ages and genders before and after different physical activities.The percentages of children in 4-5-year-old children and girls who have more negative emotions after the two physical group activities are higher than those in 5-6-year-old children and boys.After sports games,the percentage of girls and children who are more positive is higher than that of boys,and the percentage of 4-5-year-old children’s emotion is more negative than that of 5-6-year-old children’s emotion.3.The factors that affect children’s emotions in physical group activities mainly include activity content,children,third-party influencing factors and other factors."Activity content" is the main reason for children’s emotions,including "activity enjoyment","activity content difficulty","activity intensity","activity result","activity completion","novelty degree of activity”,“activity process” and “the integration of the activity situation”.“Children’s self factors” include “self-evaluation”,“self-interest”,“exercise ability”,“mood”,“love for activity” and six categories of “children’s traits”.“Third party influencing factors” include “peer influence”,“teacher influence”,“family influence”,“weather” and “equipment”.“Other factors” include “evaluation of blobs”and “ I don’t know the two factors”.In addition,children’s motor skill difficulty degree,teachers’ activity design strategies and the implementation of teachers’ activity process are the underlying factors that affect children’s emotions and reasons.4.Factors affecting children’s positive emotions mainly include activity content difficulty,activity content enjoyment,the love for activities,children’s characteristics,self-evaluation,activity results,the occurrence of the activity process and peer influence.However,teachers’ influence,exercise ability,self-interest,self-evaluation and activity completion indirectly affect the positive emotions of children through the above eight factors.5.This study constructs a physical group activity structural equation model that promotes children’s positive emotions.The content of physical group activities that promote children’s positive emotions mainly includes children,content design and activity implementation.Among them,the direct influence of children on emotions is not significant,and content design and activity implementation can significantly affect children’s emotions.That is to say,if the content of physical activities is designed to be fun and simple,children love this activity,teachers respond positively to children and use interesting language,activity procedure is smooth,and the interaction between children is good,children will get positive emotions.It is recommended to integrate the blob tree evaluation method into physical activities;reasonable design of physical group activities requires that the time and intensity of them should follow certain rules and their content should conform to the zone of proximal development;it’s necessary to implement interesting physical group activities,pay attention to the gamification of physical group activities,increase the experience of victory,use rewards and punishments rationally,be good friends with children,and reduce gender differences;it’s time to increase parents’ attention to children’s sports and emotions.